Teacher Candidate Student Teaching Evaluation (WORKSHEET) -Midterm
Student Teacher: ______University Supervisor: ______
Mentor Teacher/s: ______Semester: ______Date: ______
Directions – The Teacher Candidate Evaluation worksheet is to be used in collaboration with the mentor teacher and teacher candidate to review the teacher candidate’s performance at the mid-term and the final. Final scores and comments will be recorded by the University of Akron’s Teacher Candidates Supervisor on the online evaluation score sheet.
At the Mid-term 3-way conference
1) Goals are set for the remainder of the student teaching experience
2) The University Supervisor records the consensus ratings and enters into online evaluation score sheet by the end of week 8
Item / Exceeds Expectations(3 points) / Meets Expectations
(2 points) / Emerging
(1 point) / Does Not Meet Expectations
(0 points) /
Planning for Instruction and Assessment
A. Focus for Learning: Standards and Objectives /Targets
___Score / Plans align to appropriate Ohio Learning Standards
AND
Goals are measureable
AND
Standards, objectives/targets, and learning tasks are consistently aligned with each other
AND
Articulates objectives/targets that are appropriate for learners and attend to appropriate developmental progressions relative to age and content-area / Plans align to appropriate Ohio Learning Standards
AND
Goals are measureable
AND
Standards, objectives/ targets, and learning tasks are consistently aligned with each other
AND
Articulates objectives/targets that are appropriate for learners / Plans align to appropriate Ohio Learning Standards
AND/OR
Some goals are measureable
AND/OR
Standards, objectives/targets, and learning tasks, are loosely or are not consistently aligned with each other
AND/OR
Articulates some objectives/targets that are appropriate for learners / Plans do not align to the appropriate Ohio Learning Standards
AND/OR
Goals are absent or not measureable
AND/OR
Standards, objectives/targets, and learning tasks are not aligned with each other
AND/OR
Does not articulate objectives/targets that are appropriate for learners
B. Materials and Resources
___Score / Uses a variety of materials and resources that
1. Align with all objectives/targets
2. Make content relevant to learners
3. Encourage individualization of learning / Uses a variety of materials and resources that
1. Align with all objectives/targets
2. Make content relevant to learners / Uses materials and resources that align with some of the objectives/targets / Materials and resources do not align with objectives/targets
C. Assessment of P-12 Learning
___Score / Plans a variety of assessments that
1. Provide opportunities for learners of varying abilities to illustrate competence
2. Align with the Ohio Learning Standards
3. Are culturally relevant and draw from learners’ funds of knowledge
4. Promote learner growth / Plans a variety of assessments that
1. Provide opportunities for learners to illustrate competence
2. Align with the Ohio Learning Standards
3. Are culturally relevant and draw from learners’ funds of knowledge / Planned assessments
1. Provide opportunities for some learners to illustrate competence
2. Align with the Ohio Learning Standards / Planned assessments
1. Are not included
OR
2. Do not align with the Ohio Learning Standards
D. Differentiated Methods
___Score / Lessons make meaningful and culturally relevant connections to
1. Learners’ prior knowledge
2. Previous lessons
3. Future learning
4. Other disciplines and real-world experiences
AND
Differentiation of instruction supports learner development
AND
Organizes instruction to ensure content is comprehensible, relevant, and challenging for learners / Lessons make clear and coherent connections to
1. Learners’ prior knowledge
2. Previous lessons
3. Future learning
AND
Differentiation of instruction supports learner development
AND
Organizes instruction to ensure content is comprehensible and relevant for learners / Lessons make an attempt to build on, but are not completely successful at connecting to
1. Learners’ prior knowledge,
2. Previous lessons, OR future learning
AND
Differentiation of instruction is minimal
AND
Organizes instruction to ensure content is comprehensible for learners / Lessons do not build on or connect to learners’ prior knowledge
AND/OR
Explanations given are illogical or inaccurate as to how the content connects to previous and future learning
AND/OR
Differentiation of instruction is absent
Sources of Evidence: / ¾ Pre/post observation conferences
¾ Conversations with and/or documentation from the mentor teacher
¾ Cumulative lesson plans
¾ Student learning objectives
¾ Evidence of differentiation in lesson plan
¾ Description of connections between lessons
¾ Observation of teaching
¾ Instructional materials
¾ Appropriate citations for resources
¾ Variety of formative and summative assessments
¾ Posted learning objectives/ targets
___Other
Possible Evidence: / Exceeds/Meets Expectations / Emerging/ Does Not Meet Expectations
· Student teachers’ plans: appropriately “connect content to standard” (Marzano, p. 27).
· “Goals are: specific, measurable and timebound; based on multiple sources of available data that reveal prior student learning; aligned to content standards; appropriate for the context, instructional interval and content standard(s); demonstrating a significant impact on student learning of content (transferable skills)” (Marzano, p. 36).
o Evidence of differentiation
o Use of Ohio Learning Standards
· Posted learning objectives/ targets “The [student] teacher identifies the available materials that can enhance student understanding and the manner in which they will be used” (Marzano, p. 28).
· Student teacher is able to inform learners, and discuss learner progress, using formative data
· Plans submitted include assessment/evaluation components
· Assessments are clearly aligned to congruent standards
· Assessment is included in the daily procedures
· Student teacher uses a variety and balance of assessment techniques
· “[Student] teacher plans and delivers lessons that are logically structured, well-scaffolded, and reasonably paced, with differentiated content and timing as necessary” (BPS, p. 5).
· “[Student] teacher frequently uses learners’ learning styles, interests, and needs to plan lesson and homework tasks, design assessments, group students, and differentiate the timing and content of assigned tasks” (BPS, p. 13).
· “[Student] teacher divides students into groups that support student learning and build on learners’ strengths” (BPS, p.5).
· “ The [student] teacher identifies and effectively employs interventions that meet the needs of specific subpopulations (e.g., ELL, special education, and students who come from environments that offer little support for learning)” (Marzano, p. 24). / ¾ “Goals may be missing one or more of the following qualities: specific, measurable and timebound. Goals are not based on prior available student learning. Goals are partially aligned to content standards. Goals may be missing one or more of the following: appropriate for the context, instructional interval and content standard(s). Goal is not connected to a significant impact on student learning of content” (Marzano, p. 36).
¾ “The [student] teacher identifies the available materials that can enhance learner understanding but does not clearly identify or describe the manner in which they will be used” (Marzano, p. 28).
¾ Student teacher relies on lecture with no supporting materials
¾ Does not allow for learner use of materials (all teacher demonstration)
· Relies on learner self-grading/self-correcting
· Plans include vague data collection techniques
· Assessments are misaligned
· Planned assessments are not aligned to procedures
· Assessments are not developmentally appropriate or grade-level appropriate
· Relies heavily on publisher generated tests
· “[Student] teacher plans or delivers lessons with either too much or insufficient time allocated to activities, or timing and content that is not suitably differentiated” (BPS, p. 5).
· “[Student] teacher inconsistently plans or delivers lessons or assessments designed to reach learners with diverse, learning styles, and needs” (BPS, p. 13).
· “The [student] teacher identifies interventions that meet the needs of specific subpopulations (e.g., ELL, special education, and students who come from environments that offer little support for learning), but does not ensure that all identified students are adequately served by the interventions” (Marzano, p. 24).
Instructional Delivery
E. Learning Target and Directions
___Score / Articulates accurate and coherent learning targets
AND
Articulates accurate directions/explanations throughout the lesson
AND
Sequences learning experiences appropriately / Articulates an accurate learning target
AND
Articulates accurate directions/ explanations
AND
Sequences learning experiences appropriately / Articulates an inaccurate learning target
AND/OR
Articulates inaccurate directions/explanations / Does not articulate the learning target
OR
Does not articulate directions/ explanations
F. Critical Thinking
___Score / Engages learners in critical thinking in local and/or global contexts that
1. Fosters problem solving
2. Encourages conceptual connections
3. Challenges assumptions / Engages learners in critical thinking that
1. Fosters problem solving
2. Encourages conceptual connections / Introduces AND/OR models critical thinking that
1. Fosters problem solving
2. Encourages conceptual connections / Does not introduce AND/OR model critical thinking that
1. Fosters problem solving
2. Encourages conceptual connections
G. Checking for Understanding and Adjusting Instruction through Formative Assessment
___Score / Checks for understanding (whole class/group AND individual learners) during lessons using formative assessment
AND
Differentiates through planned and responsive adjustments (whole class/group and individual learners) / Checks for understanding (whole class/group) during lessons using formative assessment
AND
Differentiates through adjustments to instruction (whole class/group) / Inconsistently checks for understanding during lessons using formative assessment
AND
Adjusts instruction accordingly, but adjustments may cause additional confusion / Does not check for understanding during lessons using formative assessment
OR
Does not make any adjustments based on learners’ responses
H. Digital Tools and Resources
___Score / Discusses AND uses a variety of developmentally appropriate technologies (digital tools and resources) that
1. Are relevant to learning objectives/ targets of the lesson
2. Engage learners in the demonstration of knowledge or skills
3. Extend learners’ understanding of concepts / Discusses AND uses developmentally appropriate technologies (digital tools and resources) that
1. Are relevant to learning objectives/ targets of the lesson
2. Engage learners in the demonstration of knowledge or skills / Discusses developmentally appropriate technologies (digital tools and resources) relevant to learning objectives/ targets of the lesson
AND
Technology is not available / One of the following:
A. Does not use technologies (digital tools and resources)
AND
Technology is available in the setting
OR
B. Use of technologies is not relevant to the learning objectives/ targets of the lesson
OR
C. Does not discuss technologies
AND
Technology is not available in the setting
I. Safe and Respectful Learning Environment
___Score / Actively involves learners to create and manage a safe and respectful learning environment through the use of routines and transitions
AND
Establishes and promotes constructive relationships to equitably engage learners
AND
Uses research-based strategies to maintain learners’ attention (individual and whole group) / Creates and manages a safe and respectful learning environment through the use of routines and transitions
AND
Establishes and promotes constructive relationships to equitably engage learners
AND
Uses research-based strategies to maintain learners’ attention (individual and whole group) / Attempts to create a safe learning environment through the use of routines and transitions
AND/OR
Attempts to establish constructive relationships to engage learners
AND/OR
Attempts to use constructive strategies to maintain learners’ attention (individual and whole group) / Does not create a safe learning environment
OR
Does not establish constructive relationships to engage learners
OR
Does not use constructive strategies to maintain learners’ attention (individual and whole group)
Sources of Evidence: / ¾ Observation of teaching
¾ Classroom discourse: students questioning each other and discussing the content
¾ Higher-order questioning
¾ Frequent opportunities for student responses
¾ Modification of instruction based on student needs
¾ Implementation of interventions, remediation, reinforcement, and/or enrichment to provide differentation
¾ Pre/post observation conferences
¾ Conversations with and/or documentation from the mentor teacher
¾ Posted learning objectives/targets
¾ Classroom ground rules implemented by teacher
¾ Other
Possible Evidence: / Exceeds/Meets Expectations / Emerging/ Does Not Meet Expectations
· Targets are prominently and visibly posted in the classroom
o “Learning target/goal is a clear statement of knowledge or skill as opposed to an activity or assignment” (Marzano, p.1).
· Begins lesson by stating target and/or goals
· Revisits targets and goals throughout the lesson
· Summarizes the targets at the end of the lesson
· Directions are concise, systematic, and logical
· Learners know what they should be doing in the classroom
· Learning tasks align with targets
· Asks questions which probe learner thinking
o asks questions of learners
o requies active learner responses through discussion, group work, asking questions, closely monitoring seat work
o attends to individuals, changes explanation, provides prompting or enrichement when appropriate
o “organizes content into small chunks, has learners interact about each chunk of content, provides guidance as to which information is most important, asks inferential and elaborative questions, has students summarize content” (Marzano, p.4)
· Scaffolds and supports learners’ problem-solving
· Encourages learners to support assertions with evidence
· Encourages connections with learners’ previous knowledge and/or interdisciplinary connections
· Allows learners to question/challenge peers’ ideas (edTPA, NASSP)
· Student teacher uses and discusses the some of the following digital tools:
o Computers
o Websites
o Blogs
o Mobile devices
o Interactive whiteboard
o Online media
o Online study tools
· Student teacher uses digitals tools in the following ways:
o Relevant- Directly support access to the objectives for the lesson(s)
o Engaging- Learners are actively using the digital tools instead of the teacher just using the tools and learners are passive
o Extending- Learners are given independent assignments to use digital tools to continue exploring a topic
Exceeds:
· “The [student] teacher actively involves learners in managing the learning environment and making full use of instructional time. S/he employs strategies to build learner self-direction and ownership of learning” (INTASC).
Meets:
· “The [student] teacher manages the learning environment, organizing, allocating and coordinating resources (e.g., time, space, materials) to promote learner engagement and minimize loss of instructional time” (INTASC).